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cholthaus

Connectivism: A Learning Theory for the Digital Age - 1 views

http://www.elearnspace.org/Articles/connectivism.htm. Beginning with behaviorism, cognitivism, and constructivism, Siemens leads into how connectivism needs to be integrated into these three to b...

education technology resources edtech543 digital

started by cholthaus on 18 Jun 14 no follow-up yet
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
cholthaus

Learning and Sharing with Ms. Lirenman - 0 views

http://learningandsharingwithmsl.blogspot.com/2014_02_01_archive.html Wanting to share her social media experience with her students, Ms. Lirenman decided to use blogging in the classroom. Joining...

blogging social media collaboration

started by cholthaus on 19 Jul 14 no follow-up yet
nicholeallmann

Profile of a SC Graduate - 0 views

www.eoc.sc.gov/...20of%20the%20SC%20Graduate.pdf

education technology 21st Century World Class Life_Career Skills

shared by nicholeallmann on 06 Sep 15 - No Cached
  • nicholeallmann on 06 Sep 15
     
    I am not sure where many districts or states are in technology integration stages. Our specific state has developed a profile of where we want to see each student at the graduation stage.
anonymous

Educational Technology and Mobile Learning: Google Sheets - 1 views

www.educatorstechnology.com/...Google%20Sheets

education technology edtech541

shared by anonymous on 18 Feb 15 - No Cached
  • anonymous on 18 Feb 15
     
    Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education
carissakane

The Systems Thinker - Communities of Practice: Learning as a Social System - The System... - 12 views

thesystemsthinker.com/ce-learning-as-a-social-system

#EdTechSN EDTECH543 CoP

shared by carissakane on 05 Jun 17 - No Cached
  • You respect your teammates and are accountable to your project managers. But when you face a problem that stretches your knowledge, you turn to people like Jake, Sylvia, and Robert. Even though they work on their own projects in other business units, they are your real colleagues. You all go back many years. They understand the issues you face and will explore new ideas with you. And even Julie, who now works for one of your suppliers, is only a phone call away. These are the people with whom you can discuss the latest developments in the field and troubleshoot each other’s most difficult design challenges.
  • What it is about: its joint enterprise as understood and continually renegotiated by its members How it functions: the relationships of mutual engagement that bind members together into a social entity What capability it has produced: the shared repertoire of communal resources (routines, sensibilities, artifacts, vocabulary, styles, etc.) that members have developed over time.
  • mskmjohnson on 05 Jun 17
     
    This article talks about how communities of practice are all around us and that more than likely, everyone is in multiple groups or communities. It also discusses how knowledge is what holds the communities together rather than tasks doing so like on a team. As it explains what a community of practice is, it also goes into how to develop the community as well as how to maintain it. To help a community of practice to succeed, it says no member needs to be on the outside of the community, but for all members to be fully inside the community and fully committed.
  • ...11 more comments...
  • michellehughes11 on 07 Jun 17
     
    @mskmjohnson Great article! I particularly like the focus on a CoP vs. a team and the practical information on maintaining a CoP
  • Ariana Pyburn on 08 Jun 17
     
    This in-depth overview discusses CoPs covers their roles in organizations like other articles, but it also talks about where the can be found and their differences than teams, businesses, networks, etc- offering a definition more by what it is not. The stages of development image helped me better understand the foundation of a CoP.
  • kaydentague on 09 Jun 17
     
    Etienne Wenger explains the importance of Communities of Practice. Wenger states that communities are everywhere and most people are involved in a community of practice. Communities of practice are different than a community of interest or geographical communities because of three elements. The three elements are what it is about, how it functions, and what capability it has produced. The community of practice can be within businesses, across business units, or even across company boundaries. All "communities of practice move through various stages of development characterized by different levels of interaction among the members and different kinds of activities."
  • Natalie Burr on 12 Jun 17
     
    Article by Wegner explaining CoPs that has a couple of great graphics of what it means to be in a CoP, how to develop them, and how they relate to organizations
  • Ryann Waldman on 12 Jun 17
     
    I really like how this article connects the idea of CoP to things other than education. It is a 21st century skill that we can teach our students and have them continue to use even after their formal education is complete.
  • jershua1 on 12 Jun 17
     
    Sometimes we teachers get ourselves stuck on the idea that we are clearly the only profession out there in the world when we are researching topics like CoPs. However, this isn't the case, and I really appreciate that this resource outlines the idea of communities of practice as far reaching and for more than just teachers. It comes back to the community. Without the community, there is no practice.
  • wagnerang on 04 Jun 18
     
    This article goes beyond the basic definitions of CoPs as it provides where communities can be found and the importance of CoPs to organizations and offers suggestions to develop and nurture CoPs.
  • melpalmer4 on 04 Jun 18
     
    For me it is easy to think of CoPs in education but I liked looking at them in other organizations. Thinking about how to keep them going was interesting. Things like legitimizing participation seems obvious but can really make or break a CoP.
  • jkraschnewski on 06 Jun 18
     
    This article begins by describing three different communities of practice, but not how one would traditionally think of them. A "community of practice" for myself on a personal level would not necessarily have to be the other middle school teachers in my building, but could involve the elementary art teacher I am friends with. The more I read about these communities of practice the more they are sounding like "like-minded people who talk about stuff they have in common." There is a neat little graph describing five stages of development of these communities.
  • nstringham on 10 Jun 18
     
    This page offers different wording and definitions of PLNs.
  • camille_rrt on 10 Jun 18
     
    This article talks about Communities of Practice and how they differ from PLN. COP have a centralized theme, how they function depend on the sophistication and functionality of the group as a whole.
  • cooperjrn on 11 Jun 18
     
    It is nice to see how communities of practice are used in areas outside of education. I feel this really highlights the importance of them beyond the theoretical value and into real-world application.
  • carissakane on 12 Jun 18
     
    This article provides characteristics of communities of practice and examples of where they can be seen but what stood out to me as being useful information is how to keep CoP's productive and "nurtured." The focus of implementing CoP's is not in education but rather business; however, the information is still relevant and applicable.
anonymous

Dialogue and Connectivism - 4 views

www.irrodl.org/...1676

edtech543 education learning connectivism

shared by anonymous on 08 Sep 12 - No Cached
  • angi_lewis on 08 Sep 12
     
    Suggests that understanding how members of a learning community converse is an important component of understanding connectivism. The tone of the interactions in a forum rely on the design and management of the space. Furthermore, learning depends on sharing in conversations and interactions which themselves can be meaningful activities. During communication among learners, there is a balance of what is good for each individual and the ability to move towards a common purpose.
  • ...2 more comments...
  • Beth Transue on 08 Sep 12
     
    I became particularly interested in Connectivism in EdTech504, and its relationship to information literacy. This article is another great resource when exploring this learning theory. Thanks for posting!
  • Molly Large on 20 Jun 13
     
    This 2011 article builds on the theory of connectivism to propose that a social networked environment creates a new "landscape for dialogue."
  • anonymous on 02 Sep 17
     
    In this article, Andrew Ravenscroft explores a "dialogue rich view of connectivism" and how we can develop learners that can "think, reason and analyse." He takes inspiration from social constructivist theory to focus on dialogue as a vehicle for learning. Ravenscroft begins by detailing Siemens 8 principles of connectivism. He then asks 3 questions: how can we understand the dialogue processes of a networked world, what dialogue features make for quality connections and how do we design to promote quality connections. He starts to explore the questions with Socrates and the Socratic method. This method has applications for 21st century learning. He reviews Hegel's dialectic as well. Ravenscroft maps these positions to connectivism because dialectic helps refine knowledge from a diversity of opinions, supports the capacity to know more, consideration of alternative viewpoints, fosters a constant evolution of knowledge, and promotes critical and collaborative dialogue. Then he discusses dialogic processes and how they map to connectivism. Dialectic and dialogic can work, not in opposition, but together in different aspects. Dialectic focuses on the epistemic and cognitive dimensions of learning, while dialogic focuses more on emotional and interpersonal aspects. The author then details dialogue game interactions and how they can foster learning. To be successful they need to balance orchestration and openness. This article proposes that language and dialogue remain a "most powerful semiotic system."
  • msbianchi on 04 Sep 17
     
    What a fascinating article. Ravenscroft's discussion of a scaffolded system to build a learner's dialogic skills reminds me of research I did for my EdTech504 class on self-regulated learning. Roger Azevedo is developing and experimenting with a similar game, MetaTutor, which scaffolds student learning as well. I think self-regulation is complex and difficult to teach in the classroom, and am amazed that researchers are creating software to build self-efficacy!
kellyspiese

Using Connectivism to Guide Information Literacy Instruction With Tablets - 1 views

ojs.lboro.ac.uk/...2226

informationliteracy instruction teaching connectivism libraryinstruction highereducation mobiletechnology edtech543

shared by kellyspiese on 30 Aug 17 - No Cached
  • kellyspiese on 30 Aug 17
     
    In this article Librarian Andrea Wilson Brooks discusses how the educational theory of connectivism can be used to enhance the delivery of information literacy instruction. She begins the article with a discussion of the connectivist theory and then moves on to the specific role that this theory can play in 21st century library instruction. The instruction that Brooks talks about in this article utilizes mobile technology, in particular, tablets. She concludes the article with a series of specific examples of lessons based on connectivism. Each activity involves the use of mobile devices, various apps, and social media platforms to engage the learner while developing his or her information literacy skills.
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